A QUANTITATIVE ANALYSIS OF THE IMPACT OF OCCUPATIONAL STRESS ON THE PERFORMANCE OF HIGH SCHOOL TEACHERS IN LAHORE

Abstract

Stress is a feeling of emotional or physical strain that arises from any situation or thought that causes frustration, anger, or anxiety. Occupational stress has become a serious issue in both developed and developing countries, affecting employees’ health and productivity. This study adopted a quantitative research approach to examine the impact of workplace stress on teachers’ job performance. A survey was conducted among 172 school teachers in Lahore using questionnaires that focused on five key variables: work stress, relationships at the workplace, job control, work colleague support, and job performance. The findings revealed that job control and colleague support have a positive relationship with job performance, while work stress and poor workplace relationships negatively affect it. High levels of job stress not only reduce teachers’ performance but also negatively impact their health, well-being, and family life. The main objective of this study was to assess how workplace stress influences the performance of high school teachers. Results indicated that while teachers can perform their duties under moderate stress, excessive stress limits their efficiency and overall contribution. Prolonged stress may lead to burnout, health problems, or even resignation, causing schools to lose valuable and experienced staff members. Such outcomes not only harm the organization but also affect the teachers’ families. Therefore, it is essential for the education sector to revise and strengthen its policies to reduce workplace stress, promote emotional well-being, and improve job satisfaction for teachers, ultimately enhancing institutional performance and stability.